SAM (Student Achievement Monitoring) tool for assessment of educational results Dr. Petr Nezhnov

Annotation ›Importance of large-scale assessment ›Assessment and scoring as a base for learning results assessment ›SAM – synthesis of assessment and scoring: theory, test construction, basic indicators. ›Interpretation, setting of standards and assessment of tests results on the base of SAM ›Problems that SAM solves

Lecture 1 2 approaches to assessment of educational results: Measuring Categorisation

Measurement and assessment of educational results TIMSS test – modern tool for pedagogical measurement

Student 1 Student 2 Student 4 Student 3 Test scores on the metric scale

Scale of levels of educational achievements (TIMSS) Low – 400 scores 1000 Advanced – 625 scores High – 550 scores Medium – 475 scores Student 1 Student 2

Distribution of Mathematics achievement

Questions to discuss 1)How to interpret and assess results of pedagogical measurements? 2)How to use the results of educational assessment? Manager of education School principal Teacher Student Reseracher

Categorization and assessment of learning results Taxonomy of pedagogical goals as a tool of categorization and assessment of learning results

Taxonomy of pedagogical goals (few versions) B. BlumV. SimonovI. Lerner TIMSS (math.) Recognition Knowledge MemorizingKnowledge ApplicationHumble skillsApplication Synthesis Creative application Reasoning AnalysisTransmission Understanding

Questions to discuss 1)How to interpret and assess categorization of learning results? 2)How the results of diagnostics can be used by Education manager School principal Teacher Student Researcher

Session 2 SAM – synthesis of measurement and diagnostics

Model of functional development (by Vygotskiy) as a base for taxonomy Functional level Free action – field orientation and limits of possibility for way of action Traversed curriculum Reflexive level Action with understanding – orientation to essential relation as a base for way of action Formal level Modeled action - orientation to its outside characteristics Zone of Proximal Development

Levels of curriculum assimilation

SAM test design

Proficiency levels First level – a student performs at least 50% of level 1 items; Second level – a student performs at least 50% of level 2 items; Third level – a student performs at least 50% of level 3 items.

Scale with SAM levels (mathematics) Formal – 430 Functional – 570 Reflexive – 500

Distribution of students of 4 th grade at SAM levels (mathematics, one school)

Distribution of students of 4 th grade at SAM levels (mathematics, few schools)

Normative orienteers of assessment of SAM testing results Statistical indexes (average score for the sampling) Socio-cultural norm (average score of 25% of best classes) Theoretically determined average norm of the end of the primary school (reflexive level). Absolute cultural norm (100% accomplishment of test)

Problems that can be solved by SAM: General understanding of educational goals by teachers, administration, students Determination of Zone of Proximal Development to choose individual pedagogical strategy Negotiation of difficulties in adoption of high order skills Learning motivation Teachers professional development Assessment of academic performance Assessment of quality of teacher work

Thank you for attention!